PS 221 Adolescent Psychology
S2LL 2010 LR
Limozaine, Bruce J.
Adjunct Faculty, Senior Psychology Instructor
B.S. Psychology (Emporia College),MSEd Counseling (Univ. of Wisc-Superior), Certification in Public Management (Univ. of Arkansas at Little Rock)Candidate D.Min (Univ of South-Sewanee),
Park University Classroom
15 minutes before class, and pre-arranged after class meetings
March 15 to May 9, 2010
9:00AM - 2:00 PM
Textbook: Santrock, J. W. (2010). Adolescence (13th ed.). New York: McGraw-Hill
Textbooks can be purchased through the MBS bookstore
Additional Resources: American Psychological Association . Publication manual of the American Psychological Association (6th ed., revised). Washington, DC: American Psychological Association.
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Educational Philosophy: I believe the ideal classroom is one where students add their own ideas to discussions, debate and challenge their fellow students, and actively think through the concepts being discussed. I learn so much from my students and I know they learn a lot from each other as well.
Learning Outcomes: Core Learning Outcomes
This assignment will give you the opportunity to research, analyze, and evaluate a program that has been designed to either prevent adolescent problems or enhance adolescent development. You will apply the theories and concepts you have learned throughout the term to this evaluation. You will use various sources of information including empirical articles, and the Internet. The paper will be formatted in APA style, double-spaced and 6-9 pages in length (1- inch margins, 12-point font) excluding title page, references, and appendices. The questions posed below are suggestions and should be used as a guide to your writing – substitutions and additions are welcome.
The paper should include the following sections:
I. Introduction to the paper
II. Describe the program you have chose for analysis in detail – include:
The context of delivery,
The population that it services (specific attention to cultural relevance),
The type of funding the program receives,
The goals of the program, etc.
III. Background on why this program is important for adolescent development.
What theories apply to this topic?
What concepts apply to this topic?
What developmental tasks does this program address?
What are the cultural implications of this issue?
How does this program help adolescents develop in healthy ways?
IV. Empirical research on this program and similar programs
What studies have been done on this program if any?
What studies have been done on similar programs?
What studies say about how this type of program should be set up, etc.?
V. Your own evaluation of this program
What are the strengths of this program?
What are the weaknesses of this program?
How would you change this program to better service the needs of adolescents?
Link to Class RubricClass Assessment:
1. Presentation Questions: Each student will be assigned 1 question from a series of presentation questions each week for at each chapter under study. A maximum of 2 presentations per class will be required. Presentations will not exceed 10 minutes per chapter presentation. That means if there are 2 chapters listed for a particular class meeting, the student will have to present to in-class presentations. These presentations will answer a particular question about materials in our assigned text and will be designed to assess your attention to the textbook materials. Each presentation needs to contain information only from the textbook. The student can earn up to 10 points for each weekly presentation.
Presentation – Answered the Question adequately
Total possible for the week
2. Program Analysis: This is the same as the Core Assessment talked about in detail above Guide for grading research project (term paper) is as follows:
Focus (arguable claim, original idea, & clear support for answer)
Organization (smooth transitions, clear paragraphing, & logical sequence of topics)
Mechanics (proper grammar, punctuation, and spelling)
Total for each question
Points will be assigned as follows:
Mid-Term Examination (Week 4)
Final course grades will be determined as follows:
432 to 480 points
384 to 431 points
336 to 383 points
288 to 335 points
59% and below
below 288 points
Late Submission of Course Materials:
Each week's presentation must be completed by the required class date. No credit will be received for work not presented in class Exception: If you have contacted me before the class date and explained any special circumstances. I will then decide whether the "special" circumstances are sufficient for makeup work to be assigned. You will be only allowed one(1) exception.
There is no extra credit in this class, so it is important to complete the assigned work during the time frame expected.
Classroom Rules of Conduct:
Presentation assignments scheduled for completion during a class period must be presented during the scheduled class meeting.
It is required that you use the Pirate Mail e-mail addresses that are available to all Park University students. All information - problems with assignments, concerns, etc. - pertaining to the class will be sent to you through Pirate Mail. When sending an e-mail, you must identify yourself by: PS 221, Purpose of the e-mail, & your Full Name. I will check my e-mail frequently and will respond to course related questions within 24-48 hours unless I have notified you that I will be unavailable.
Etiquette/Courtesy communications need to be composed with fairness, honesty, and tact. What you put into your class reflects on your level of professionalism. It is important not to take disagreement personally. Responses to different ideas and observations need to be objective. Being objective means maintaining boundaries and not making personal attacks on the ability of others or making statements that have the potential to be taken personally.
Differences in thinking are good because our knowledge is broadened. Because we have differences, we will have conflict. The important thing is to handle conflict in a way that does not create defensiveness, which does not promote learning. If you have questions about any of these policies, please contact your instructor
Academic Honesty:Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life. Park University 2009-2010 Undergraduate Catalog Page 92
Plagiarism:Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. Park University 2009-2010 Undergraduate Catalog Page 92
Attendance Policy:Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.
Park University 2009-2010 Undergraduate Catalog Page 95
Disability Guidelines:Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .
Last Updated:2/23/2010 4:02:37 PM